January/February

Examine Guided Reading

I could relate to this chapter because I had to examine my reading group this year and make some changes. In the article here stressed the importance of selecting books for guided reading very carefully. At the beginning of the school year my guided reading group wasn't very successful and the students weren't benefiting. We were using the read well books but I was doing more reading than the students. In the article he says that the students should spend most of the time reading. After about two or three weeks in I decided a change needed to be made because the students weren't engaged and they were losing their confidence in readinf. I changed the text that we were reading in order to give that was more on their level and put more of the focus on them reading and not me. I could immediately see the difference in their reading. Their confidence was back and they enjoyed being able to read to me and show me their skills. 

Another take away from this chapter, that I plan on implementing is where I sit. I sit in the middle but I'm going to sit to the side to show that they are the focus and not so much me. I plan on focusing more on meaning now too. In the beginning, because of my group being so low I focused more on teaching them how to read and reading as opposed to meaning. Now that they are reading I can focus more on meaning.

The chapter also addresses many other struggles related to guided reading groups such as the others students. Luckily I do jot have that issue because we all participate in guided reading at the same time. I have a group, my assistant has a group, and one of my groups are pulled out .

This chapter was very insightful. It made me feel good to know that I did the right thing by examining my reading group made the necessary steps to improve the success of my students.